Tag: OCSLD online

Learning design principles: educational pragmatists

I am trying to write a proper academic paper about the principles we used when developing FSLT12&13. But, as I do I find myself getting bogged down. So in the spirit of Digital scholarship (Weller 2011) I am going to exercise some of the ideas here. We are educational pragmatists. Change is brought about through … Continue reading Learning design principles: educational pragmatists

Many worlds of teaching in higher education

The intro week of #fslt13 has zipped past and things got off to a good start. Will the substance of the course hold up as well as the intro to the process? There is still a lot to do over the next five weeks but it is much better than starting with a raft of … Continue reading Many worlds of teaching in higher education

Activity and interaction in #fslt13 open online course

The #fslt team sat down today and thrashed out the mid-level detail of how the four activities that are at the heart of this course will work this time and how badges will be awarded for completion of activities. We had some principles to work with. Learning is dialogic. Everyone has the opportunity for peer … Continue reading Activity and interaction in #fslt13 open online course

FSLT Open Online Course Accredited!

In a very positive move, Oxford Brookes University has accredited two open online courses to our Postgraduate Certificate in Teaching in Higher Education (PCTHE). The two courses are: First steps into learning and teaching in higher education (FSLT) Teaching Online (TO) Both courses are offered as open online courses and the accreditation commences in semester … Continue reading FSLT Open Online Course Accredited!

Drop ins: MOOCs and the price of learning

As an undergraduate in the US in the early 1970s, it was not uncommon for there to be people in our classes "auditing" the course. (Auditing in the sense, "listening", i.e. attending but not enrolled.) While auditing was supposed to be governed by regulations there were a range of practices from entirely informal dropping in, … Continue reading Drop ins: MOOCs and the price of learning

MOOCs Stadium Rock or folk clubs

Choose your metaphor. The discourse around MOOCs is congealing around a set of qualities. Bigger better; inherited authority; transmitted knowledge; cognitivist construction; solitary interaction with content. To some extent it is a matter of taste. Or learning preference. Or community. I saw the Police play Twickenham once. It was OK. Entertaining. But nothing was challenged. … Continue reading MOOCs Stadium Rock or folk clubs

How do we sustain participation in open online courses

First, sustaining participation is a design question. Thought has to be given to this question. You have, at least to consider the do-nothing option. This question was asked in etMooc over here (maybe) in a Google+ community. I replied: Tell me about it, and I am an experienced MOOCer & online course runner of things. … Continue reading How do we sustain participation in open online courses

x v c: falsifiability or hybrid learning in, through and about MOOCs

[This is my abstract for OER13] Two thousand and twelve was the year of the Massive Open Online Course (MOOC) (Creelman 2012). The MOOC has become a complex phenomenon leaving aspiring designers and conveners with many questions and decisions to make. Speaking loosely, observers notice two broad categories of MOOC. cMOOCs are the earlier form, … Continue reading x v c: falsifiability or hybrid learning in, through and about MOOCs

Blog conversation on FSLT12

The feeds are starting to come in to the FSLT12 blog aggregator. And it is already a rich source of information and potential conversation. Questions are being asked about what makes a good teacher, and what makes a bad one! Jenny Mackness addresses the issue of blog aggregation generally in a MOOC. We are struggling … Continue reading Blog conversation on FSLT12